IMPROVING STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS USING SHORT ANIMATED STORIES AT CLASS VIII C OF SMPN 2 SANDEN, BANTUL IN THE ACADEMIC YEAR OF 2013/2014.

2013/2014

A Thesis

Presented as Partial Fulfillment of the Requirements for the Attainment of a Sarjana Pendidikan Degree of English Education

By

Devigantari Agusta 10202241035

ENGLISH EDUCATION DEPARTMENT FACULTY OF LANGUAGES AND ARTS STATE UNIVERSITY OF YOGYAKARTA

iv Nama : Devigantari Agusta

NIM : 102202241035

Program Studi : Pendidikan Bahasa Inggris Fakultas : Bahasa dan Seni

Judul Skripsi :

IMPROVING

STUDENTS’ ABILITY IN WRITING NARRATIVE

TEXTS USING SHORT ANIMATED STORIES AT CLASS VIII C

OF SMPN 2 SANDEN, BANTUL IN THE ACADEMIC YEAR OF

2013/2014

Menyatakan bahwa karya ilmiah ini adalah hasil pekerjaan saya sendiri. Sepanjang pengetahuan saya, karya ilmiah ini tidak memuat materi yang ditulis orang lain kecuali bagian-bagian tertentu yang saya ambil sebagai acuan dengan mengikuti tata cara dan etika penulisan yang lazim.

Apabila terbukti bahwa pernyataan ini tidak benar, sepenuhnya menjadi tanggung jawab saya.

Yogyakarta, Juli 2015 Penulis

v

DEDICATIONS

I faithfully dedicate this thesis to

my beloved mom and dad

for always loving me without any condition

and under any circumstances.

vi

Life is like riding a bicycle. To keep your balance, you must keep

moving.

(Albert Einstein)

I am indebted to my father for living, but to my teachers for living well.

(Alexander of Macedon)

When life seems too dark, there’s always that small light guiding you

through all the obstacles. That is God, whose light never dies.

vii

take in my life. Because of His guidance, blessing and love, finally I could finish this thesis and my study at State University of Yogyakarta.

It would not have been possible to write this thesis without the help and support of the kind people around me. In any case, I am indebted to them for making the time during my study an unforgettable experience.

I owe my deepest appreciation and gratitude to my supervisor, Jamilah, M.Pd. who kindly helped and supported me during the process of writing my thesis and has always been patient to give me his advices. I would also like to express my gratitude to my academic consultant, Tri Wahyuni Floriasti, M. Hum. who always gave precious suggestions and encouraged me when I faced difficulties and obstacles during the process of writing my thesis and also during my study in this campus.

I am deeply grateful to my beloved parents, Agus Sriyono and Asih Purnami who always support me and show great patience all the time in my life. I also thank my lovely little brother and sister, Angga and Indy, and all of my big family members for always supporting me.

Furthermore, I would like to show my gratefulness to my best friends, Anita, Olga, Fia, Upit, Zulfan for always supporting and helping me in finishing this thesis.

I would also like to address my gratitude to the school principal of SMP Negeri 2 Sanden, Windarti, M.Pd, and the English teacher, Mukiran, S,Pd, who gave me permission and assistance during the research. I consider it an honor to work with them. I also thank all class VIII C students of SMP Negeri 2 Sanden for their cooperation and participation so that I could finish my research.

I hope that this thesis is useful for the readers and beneficial to the English teaching and learning process. However, I realize that it is far from being perfect, and

viii

ix

RATIFICATION SHEET ... iii

STATEMENT ... iv

DEDICATION SHEET ... v

MOTTOS ... vi

ACKNOWLEDGMENTS ... vii

TABLE OF CONTENTS ... ix

LIST OF APPENDICES ... xii

LIST OF TABLES ... xiii

LIST OF PICTURES AND CHARTS ... xiv

ABSTRACT ... xv

CHAPTER I INTRODUCTION A. Background of the Study……… 1

B. Identification of the Problems……….. 3

C. Limitation of the Problems………. 4

D. Formulation of the Problem……….. 5

E. The Objective of the Study………. 5

F. The Significances of the Study………... 6

CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK A. Literature Review……… 7

1. Writing Skills ………... 7

2. Media ………... 17

3. Animated Stories ……….. 18

x

A. Type and Design of the Research ……… 28

B. Research Setting ……….. 29

C. Data Collection ……… 30

D. Validity and Reliability ……… 35

E. Research Procedures ……… 37

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Reconnaissance……….………..……….. 39

1. Identification of the Field Problems……… 39

2. Selecting the Field Problems to Solve…..……….. 48

3. Determining the Actions to Solve the Feasible Problems…... 49

B. The Implementation of the Actions………... 52

1. Report of Cycle I………... 52

a. Planning……….……… 52

b. Action and Observation………. 54

c. Reflection………..………. 64

d. Findings of Cycle I………. 70

2. Report of Cycle II………. 74

a. Planning………..……… 74

b. Action and Observation……….………. 76

c. Reflection………...………. 83

d. Findings of Cycle II……….…… 91

C. Discussions……….. 95

CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS A. Conclusions……….……….. 98

xi

xii

Table 3. Time of Research ……….. 30

Table 4. Instruments of the Research ………. 33

Table 5. The pre-test mean score ……… 44

Table 6. Problems Related to the students ……….. 46

Table 7. The Field Problems to solve ………. 48

Table 8. The Feasible problems, the Solutions, and the Expected Result ………. 50

Table 9. The Students mean score of cycle I ………. 69

Table 10. The Result of the changes of students’ writing ability in pre action and Cycle I ………. 71

Table 11. The existing problem in Cycle I ………. 74

Table 12. The Result of the changes of the students during teaching writing and learning process in cycle I and II ………. 91

Table 13. The Students mean score in post test ……….. 93

xiii

Figure 3. The video was played for the students ……… 58

Figure 4. The researcher explains the materials for the students ……… 58

Figure 5. The students did the task given by the researcher ……….. 60

Figure 6. The students wrote the narrative text ………. 62

Figure 7. The result of the student’s writing in progress test (1) ………. 68

Figure 8. The result of the student’s writing in progress test (2) .……… 69

Figure 9. The students were watching the video ……… 78

Figure 10. The Researcher guided the students ………. 79

Figure 11. The students did the tasks ………. 81

Figure 12. The students wrote a narrative text using picture series ……… 83

Figure 13. The picture series ……….. 84

Figure 14. The result of the student’s in the post-test (1) ………. 89

Figure 15. The result of the student’s in the post-test (2) ……….. 89

xiv

C. Course Grid………..……….. 135

D. Lesson Plans………...……… 142

E. Observation Checklists……… 165

F. Scoring Rubric………..……….. 181

G. The Students’ Scores………... 182

H. Attendance List……… 185

I. Photographs……….. 186

xv

Devigantari Agusta 10202241035

ABSTRACT

This research was aimed at improving the writing ability of students of VIII C of SMP Negeri 2 Sanden, Bantul Yogyakarta in the academic year of 2013/2014. The problem was that they had low writing ability.

This particular research was categorized as action research. The actions were implemented in two cycles based on the class schedule. This research involved the 28 students of class VIII C of SMP Negeri 2 Sanden Bantul Yogyakarta in the academic year of 2013/2014 and the English teacher as the research collaborator. The data of the study were in the forms of qualitative and quantitative data. The qualitative data were obtained by observing the teaching and learning process of writing, interviewing the students of class VIII C and the English teacher, holding a discussion with the collaborator and taking figures and recording videos. Meanwhile, the quantitative data were acquired through the pre-test, the progress test, and the post test. The validity of the data was obtained by applying democratic validity, dialogic validity, catalytic validity and outcome validity.

The research findings showed that the use of short animated stories combined with the use of some supporting activities and classroom was proven to be effective to improve the students’ writing ability. It could get students’ attention and increased their learning motivation. It can help the students understand the story better as the video content visual or moving images that can help imagining the real situation in the story. The students who just gained 58.8 in the pre-test, were able to increase their score up to 76.1 in the post test. It indicated that they made a considerable improvement in some aspect of writing skills such as content, organization, vocabulary and grammar and mechanics.

1

English as one of the subjects in schools has an important role because English is a foreign language, an international language which is widely used in communication by people in most countries in the world. Furthermore, English is often used in writing science books, journals, or articles about knowledge and technology. Therefore, in order to be able to develop science, knowledge, and technology, and to communicate with people from other countries, English is taught in Indonesia as a foreign language from junior high schools until universities.

English is taught at schools in order that students are able to master the four skills, they are listening, speaking, reading, and writing. Harmer (2007: 265) states as follows

“...we use language in terms of four skills- reading, writing, speaking and listening. These are often divided into two types. Receptive skills is a term used for reading and listening, skills where meaning is extracted from the discourse. Productive skills is the term for speaking and writing, skills where students actually have to produce language themselves.”

Among those four skills, writing is the most difficult skill to learn and to master, because writing is an active or productive skill so that students who are learning writing have to learn how to find ideas, and express them into writing. Richards and Renandya (2002: 30) state that “There is no doubt that writing is the most difficult skill for L2 learners to master. The difficulty lies not only in generating and organizing ideas, but also in translating these ideas into readable texts.” In line with these idea, Brown (2004: 218) states as follows

“We also fully understand the difficulty of learning to write “well” in any language, even in our own native language. Every educated child in developed countries learns the rudiments of writing in his or her native language, but very view learn to express themselves clearly with logical, well-developed organization that accomplishes an intended purpose.”

According to the basic competence in the junior high school curriculum, in learning writing, students are expected to write some texts for example letters, short messages, greeting cards, monologs such as descriptive, recount, narrative, procedure and report texts. To produce those writing products, especially monologs, students have to follow the writing steps. Seow (2002: 316) states as follows:

“Process Writing as a classroom activity incorporates the four basic writing stages – planning, drafting (writing), revising (redrafting), and editing – and three other stages externally imposed on students by the teacher, namely responding (sharing), evaluating and post-writing. ... Teachers often plan appropriate classroom activities that support the learning of specific writing skills at every stage.”

In fact, most students hardly ever follow the writing stages in their writings. They often copied texts from the students who were good at English subject. Sometimes they just rearranged jumbled sentences given by the teacher or taken from the texbooks.

The facts above frequently happen in many schools. Based on the observation in a school in Bantul, that is SMP N 2 Sanden at class VIII C, it seemed that the students were rarely taught to write in English. They just did the assignment and discussed the answers together. When the students were asked to write, they were reluctant to write even a very simple text, and the products of their writings were far from the expectation. Actually students were expected to be able to write a good text with good content and coherence, but in fact, they could not do it well.

Students did not have any ideas to write. In other words, they had blank minds when they were asked to write a text, for example a narrative text. Therefore, some media were needed to bring out their ideas. Some media here could be picture series, comics, movies, and animated stories. Of course each medium has its advantages and disadvantages. One medium might be appropriate for teaching a certain skill and it might be unappropriate for teaching other skills.

In teaching narrative texts, short animated stories are better to be used as media. Short animated stories are more interesting than picture series or comics because they are moving pictures, so students will see the actions of characters. Meanwhile, short animated stories are almost the same as movies in their moving pictures. However, short animated stories are simpler and have less duration than movies. They do not contain too much dialog so that students can catch the content easier. In addition the language used in short animated stories is easier and more familiar for junior high school students. Furthermore, there are many short animated stories in the internet that students can download. The stories are in duration about 5-10 minutes with full stories, meanwhile a full story movie can be 1-2 hours duration. So in the teaching and learning process especially in writing narrative texts, short animated stories are more effective than other media.

B. Identification of the Problem

Based on the background of the study above and the observation in the field, it could be found that there were some problems in English teaching and learning

especially in teaching and learning writing skill at class VIII C of SMP N 2 Sanden. They came from students and teacher’s factor.

One of the factors coming from the students was concerning with students’ low motivation. It could be seen from the situation in the classroom. Many of them did not do the homework, some of them looked sleepy, doodling, day-dreaming, yawning, and did not pay attention to the teaching and learning process. Besides, students’ ability in writing was low. It could be seen from their writing products. Some students even asked the teacher in Javanese about what they should write and what language they should use. In writing, they often lacked vocabularies, had a lot of mistakes of spelling and choice of words, and lacked ideas. Moreover, they were reluctant to bring dictionaries. In the class which contains 28 students, there are only about 5 female students who brought dictionaries. When observation was being done, there was an announcement from the loudspeaker in the class about the school activities, and the students became noisy and talked about the announcement. They ignored the teacher and this needed more time to lead the students into the lesson again. So, it could be seen that the students’ attention was easily distracted.

Meanwhile, the factors coming from the teacher were that the teacher used a conventional media such as textbooks and student worksheets, and the teacher used techniques which were not quite interesting for the students. He just gave tasks and students were asked to do the tasks. So, it looked like only testing activities. Actually, the teacher is humorous, but the students often paid attention on the jokes only, not the lesson. Even the students made jokes with their friends.

Furthermore, the writing skill has small portion in the teaching learning process. The most taught skill is reading. So, the students had less practice in writing.

C. Limitation of the Problem

From the identification of the problems that occured in class VIII C of SMP N 2 Sanden above, it can be seen that there were many problems related to the students’ achievement in learning writing. So, it is impossible to solve all the problems. Therefore, this research limited the problems in the media used to improve students’ ability in writing. The media used were short animated stories. The writing products were limited in the narrative texts. The limitation was based on the discussion between the researcher and the English teacher of the class, because writing was the most difficult in English lesson, especially writing narrative texts.

D. Formulation of the Problem

Based on the background and identification of the problem, the writer would like to formulate the problem in this paper as follows: “How can short animated stories improve students’ ability in writing narrative texts at class VIII C of SMP N 2 Sanden in the academic year of 2013/2014?”

E. Objectives of the Study

Based on the formulation of the problem above, this study was aimed at improving students’ ability in writing narrative texts using short animated stories at class VIII C of SMP N 2 Sanden Bantul in the academic year of 2013/2014.

F. Significance of the Research Findings

1. For students, this study was expected to be a motivation to improve their ability in writing narrative texts. Besides, the teacher implementation of this study can ease them in writing narrative texts, so that their ability in writing will be improved.

2. For teachers, this study is expected to be one input to improve their teaching strategies especially in teaching writing.

3. For the researcher, this study is expected to be a great experience to face the future when she becomes a real teacher.

4. For other researchers, this study is expected to be one of references for relevant researches.

A. Literature Review 1. Writing Skill

a. The Nature of Writing

According to Nystrand (1989: 75), writing is a matter of elaborating text in accordance with what the writer can reasonably assume that the reader knows and expects. It means that writing is an activity to share information which is understandable for the readers. So, the writer should be able to communicate to the readers through his sentences. Meanwhile, Randal (2004: 160) states that writing is an ability to make a form of words that in general it may have a higher truth value than the fact that it has set it down. It means that the product of writing should be truly acceptable by the readers. Besides, it must contain meaningful values so that the readers can get the benefits from the writing.

Furthermore, Sudaryanto (2001: 64) says that writing skill is a person’s ability to express his/her mind and feeling which is expressed in a written language, in graphic symbols so that the readers are able to understand the message inside. From the statement, it can be said that writing is a skill where the writer can set his idea down in the form of words, sentences, and paragraphs which are easy to understand for the readers. In line with this opinion, Tarigan (1992:

21) states that writing is a process in describing a language that can be understood by others, i.e readers. It means that writing needs a process so that the idea can be understandable and expressed smoothly

Nura (2003: 71) says that writing is an activity. Writing is not merely symbolize spoken language. Writing is a person’s way to express him/herself and to addapt with the society. Through writing, readers will understand the writer’s way of thinking. It means that writing can be a reflection of the writer’s mind.

In addition, Harmer (2004: 86) states that writing is a process that what we write is often heavily influenced by the constraints of genres, then these elements have to be present in learning activities. It means that writing cannot be separated with genres especially in teaching learning activities of writing. In this case, writing activities can be present in a classroom.

From all the statements above, it can be concluded that writing is an activity of thinking after which it is expressed into graphic symbols, in a communicative written language. In expressing the thought into a written language, feeling plays an important role as well, so that the products will be easily understood and enjoyed by the readers. To do so, of course, it needs a good and interesting laguange. In other words, writing is closely related with the thought, feeling, and ability in using a language. In this case, a communicative language is completely needed.

b. Problems of Writing

Writing as a productive skill needs appropriateness in using the language. It is supported by Riddel (2003: 131) in the following quotes.

“With writing, the emphasis on accuracy is much greater than with speaking.... Written tasks, on the other hand often recquire accuracy (e.g. completing a application form) and formal language. Because they recognize this, many students feel under pressure when writing.”

Besides, Riddel (2003: 132) also explains that writing is an individual skill. Someone talks with others, while someone writes as if he communicates with himself. This makes writing is more difficult than speaking. From the two statements, it can be concluded that writing is a difficult skill because it needs a high ability in choosing words and sentences to be understood by the readers. It is because the readers cannot criticize or asks questions concerning with the writing directly.

Similar opinion is stated by Nursisto (2000: 5). He says that writing is a communication ability using the highest level of language. Four language abilities in a normal individu are listening, speaking, reading, and writing. The lowest or the simplest level is direct communication ability dealing with the spoken language, in the form of listening and speaking ability. Then, one level above listening and speaking is reading, and the most difficult level is writing.

According to Msanjila (2005), there are six common problems that may occur when doing writing. Those problems are capitalization problem, punctuation problem, inexplicitness or fuzziness, poor organization or illogical sequence, spelling problem, and the last is grammatical errors. It appears that out of the six writing problems, three are very crucial, including: the misuse of capital letters, inadequate use of punctuation marks and inexplicitness or fuzziness. Their impact is more serious than the other problems because the intended meaning is often misconceived. The students should pay attention on those six points to be able to make good writing assignments.

Based on the opinion above, it can be concluded that writing has the most dificulties, since writing needs more accuracy for instance in spelling, grammar, and appropriate expression. Lacking of the accuracy will lead to missunderstanding. The readers might not be able to catch the message or the communication between the writer and the readers will not run well.

c. Steps of Writing

Farmer (1993: 13) states that there are four steps in writing, those are: (1) prewriting, (2) organizing, (3) writing, and(4) revising. Prewriting means the preparation before writing. It includes making a plan what to write, getting ideas, and selecting the similar ideas and

supporting ideas. Organizing includes making a draft and arranging the ideas into hierarchical order. Writing is the main activity. It is done to develop the draft into a good composition of writing. The last is revising which is used to correct the product of writing in order to be more perfect and more understandable.

Meanwhile, Ackley (1986: 3) states that there are three steps in writing, those are: (1) pre-writing, (2) writing a first draft, and (3)

revising or post-writing. It means that these three steps are almost the same as the above opinion. Pre-writing is the preparation of writing,

writing a first draft can be the same as organizing and writing, and

revising or post-writing is the last step. So, revising or post-writing is the product which will be consumed by the readers.

Ramirez (1995: 300) says that writing can be done through some phases as the following quotes:

“Writing activities can be structured along developmental, oriented, and proficiency-based models. A process-oriented approach would call for a prewriting phase, a drafting or writing stage, and a revising phase. Each phase would enable students to focus their attention on different aspects of written communication: content, organization, purpose, audience, and grammatical accuracy.”

From the statements above, it can be concluded that writing is a skill that needs a process in expressing an idea or opinion that is written on a paper or other media. A good writing process can be done by preparing and determining the subject, then making drafts, and revising or post-writing.

Furthermore, Ackley (1986: 3) says “Whatever your thoughts about it, may be the act of writing is a process. When you engage in the writing process, you gradually learn what ideas, what you have about people and things. You then select ideas you want to express”. From this statement, it means that the most important thing in writing is the process. Therefore, in learning writing, students are trained to write down their ideas through the right steps, so that they will produce a better and readable writing.

d. Teaching writing

Seow (2002: 319) gives some pointers for teachers in implementing teaching writing, those are: (1) teacher modelling, (2) relating process to product, (3) working within institutional constraints, (4) catering to diverse students needs, (5) exploiting the use of computers in process writing.

1) Teacher modelling means that the teacher should model the writing process at every stage and teach specific writing strategies to students through meaningful classroom activities.

2) Relating process to product means that the teacher guides students in achieving specific writing goals. Although students have to make a different draft from the earlier draft because of revision, they will begin to understand the result expected in every stage. 3) Working within institutional constraints means that teaching the

drafting, responding, revising or editing within a regular two-period composition lesson. Process skill can be repeated until it reaches the improvement.

4) Catering to diverse students needs means that the teacher should implement a flexible programme to cater to different student needs. The teacher may also decide to have students enter into different writing groups as planners, drafters, responders, revisers or editors during a writing session. A student may be with the planners for one writing task, but move to be with the editors later for the same or another task, according to his or her need or developmental stage in writing.

5) Exploiting the use of computers in process writing means that teaching writing in responding or editing stage, the teacher can use computer and OHP. By using computer, students will easily delete the wrong words and replace them without writing other words in a text anymore.

In teaching writing, the teacher should be able to make the students write their ideas well. The teacher should consider writing skills that the students have to master. In this case, Brown (2004: 221) classified writing skills into six microskills and six macroskills as the following quotes:

Microskills:

1) Produce graphemes and orthographic patterns of English. 2) Produce writing at an efficient rate of speed to suit the

3) Produce an acceptable core of words and use appropriate word order patterns.

4) Use acceptable grammatical systems (e.g., tense, agreement, pluralization), patterns, and rules.

5) Express a particular meaning in different grammatical forms. 6) Use cohesive devices in written discourse.

Macroskills:

7) Use the rhetorical forms and conventions of written discourse.

8) Appropriately accomplish the communicative functions of written texts according to form and purpose.

9) Convey links and connections between events, and communicate such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.

10) Distinguish between literal and implied meanings when writing.

11) Correctly convey culturally specific references in the context of the written text.

12) Develop and use a battery of writing strategies, such as accurately assessing the audience’s interpretation, using prewriting devices, writing with fluency in the first drafts, using paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.

Based on the above explanation, the teacher can determine the techniques to teach writing which are appropriate with students’ ability. Examples of activities that can be done in the classroom based on the microskills and macroskills are: (1) re-writing a sentence or a paragraph, (2) writing a pararaph with right words, right grammar, and proper cohesive devices, and (3) writing a paragraph through processes fluently.

e. Teaching Writing in Junior High School

According to KTSP (Kurikulum Tingkat Satuan Pendidikan) SMP N 2 Sanden, English is taught as a compulsory subject for students. It covers the four language skills, they are listening, speaking, reading, and writing. In writing, there are some competencies that the students have to master. Those competencies are written in the standard of competence and basic competence. The content of the standard of competence and basic competence for junior high school students especially grade VIII semester 2 in SMP N 2 Sanden can be shown in the table below.

Table 1 Standard of Competence and Basic Competence of Writing Skill for Junior High School Students Grade VIII Semester 2 Standard of Competence Basic Competence

12. Expressing meaning within written short functional texts and simple short essays in the forms of recount and narrative to interact with people around.

12.1 Expressing meaning in the form of written short functional texts using written language accurately, fluently and acceptably to interact with people around

12.2 Expressing meaning and rhetorical steps using written language accurately, fluently and acceptably to interact with people around in the forms of recount and narrative.

From the table of standard competence and basic competence, it can be seen that there are some texts that should be learned by the students. Those are announcement, advertisement, and invitation for the short functional text, meanwhile, texts which are categorized as

essays are recount and narrative. However, in this study, the researcher will only focus on narrative text.

f. Assessing Writing

According to Brown (2004: 241-246), there are three scoring methods for responsive and extensive writing. They are, holistic scoring, primary trait scoring, and analytic scoring. In holistic scoring, each point on a holistic scale is given a systematic set of descriptors, and the reader-evaluator matches an overall impression with the descriptors to arrive at a score. It means that the teacher makes a table of scores with the description.

In primary trait scoring, the type of scoring emphasizes the task at hand and assigns a score based on the effectiveness of the text’s achieving that one goal. For example, if the purpose of an essay is to persuade the reader to do something, the score for the writing would be on the accomplishment of that function. If the purpose is to exploit imagination by expressing personal feelings, so the response would be evaluated on that feature alone. In this scoring method, there are four point scale ranging from zero (no response or fragmented response) to 4 (the purpose is accomplished).

In analytic scoring, there are six major elements of writing that are scored, and it enables students to home in on weaknesess and to capitalize on strengths. It captures its closer association with classroom language instruction than with formal testing. However,

Brown and Bailey in Brown (2004: 243-246) offer five major categories and five different levels in each category ranging from “unacceptable” to “excellent”. In summary, the categories and levels are as follows.

Table 2 Analytic Scoring

(Language Assessment: Principles and Classroom Practices) Categories Maximal score

Content 30

Organization 20

Vocabulary 20

Syntax 25

Mechanics 5

Total 100

In this research, the researcher will use analytic scoring to assess students’ writing skills especially in writing narrative texts. It is because this type of assessment is the easiest and the most practical. 2. Media

a. The Nature of Media

According to Li-Ling KUO (1991: 1), media are the means for transferring or delivering messages. It is called the educational medium when the medium transfers message for the purpose of teaching. Meanwhile, Sugeng (2010: 154) says that a medium (plural

form = media) is a means by which something is expressed or communicated. A medium in the teaching learning process is a tool to match the learning objective and the learning product. It means that in selecting media the teacher should consider the learning objective and the learning product.

b. Types of Media

Sugeng (2010: 165) summarizes types of media as follows. 1) Printed media can be books, story books, newspapers,

magazines, and other printed materials such as manuals and recipes.

2) Still media can be charts, pictures, picture cards, posters, slot boards, and flannel boards.

3) Audio media can be the radio, audio tape, telephone, and natural sounds.

4) Visual media can be OHT/OHP, slides, photos, and film strips.

5) Audio-visual media can be the TV, 8 mm and 16 mm, the movies, slide/tapes, and film strips/tapes.

6) Real-object media can be real objects, specimen, and models.

7) Simulated media can be games and quizzes, role plays, and simulations.

From the summary above, it can be seen that there are many choices for the teachers to match the media with the learning objective and learning product. In this case, the researcher will use one of audio-visual media as a medium to teach writing especially narrative texts.

3. Animated Stories

Sugeng (2010: 163) states that audio-visual media are those which are audio and visual, for hearing and seeing at the same time. These are

more complete than either audio- or visual- only media. It means that the students are able to hear and see the medium at the same time.

The examples of audio-visual media are TV, 8 mm and 16 mm, the movies, slide/tapes, and film strips/tapes. From the examples, movies are the most appropriate for literary topics such as narrative texts or stories. In line with this, Sugeng (2010: 163) says that the movies can be a great medium for language instruction especially for literary topics. Some teachers ask the students to watch movie showing a film based on literature such as novels or short stories. One kind of movies that can be used as media in teaching writing especially narrative texts is animation which contains short stories.

a. Definition of Animated Stories

Gartenberg in Miller (2003: 1) defines animation as “the arts, techniques and processes involved in giving apparent movement and life to inanimate objects by means of cinematography”. In line with the definition, Gonzales in Betrancourt (2005: 287) defines animation as “a series of varying images presented dynamically according to user action in ways that help the user to perceive a continuous change over time and develop a more appropriate mental model of the task”. Meanwhile, Wright in Sulaiman (2012: 1) states that the word animate comes from the Latin verb animare, meaning “to make alive or to fill

with breath.” In animation we can completely restructure reality. It means that animation is a moving picture which seems to be alive. So,

when watching animation, viewers feel that they are seeing living creatures in reality like in a movie.

From the definitions, it can be concluded that animated stories are stories which are presented in the form of animation. It means that the stories are displayed in moving pictures to help the viewers understand the stories.

b. The Advantages of Animated Stories in Teaching and Learning

According to a module brochure of VIA University College in Denmark entitled “Animation as a Learning Tool”, children learn best and most when they enjoy what they are doing. Using animation as a tool to encourage and develop children’s learning is not only fun but effective. It means that the students will enjoy the taching learning process when the teacher uses animation because it is more interesting. The brochure also states that by using animation, children develop skills competencies in story telling, visual communication, cognition, emotional, ethic and aesthetic aspects, observation and sensory aspects, concentration, problem-solving and innovative aspects. From the statement, it can be said that animation is a good choice to develop students’ competence. So, it can be seen that in story telling in the form of written language, animated stories are the most interested media for young students or junior high school students.

A booklet about animation entitled “Teaching With Animation” (2005) states that animation has the following advantages:

1) Animation is popular among children 2) With animation no after-editing is necessary

3) Animation makes it possible to be in control of the film because one works on each picture on the filmstrip – each move and cut is planned thoroughly which makes it possible to reflect and analyse.

4) Animation can be included in a regular teaching situation because it does not take up a lot of space.

5) Animation and imagination are closely connected which makes it possible to use animation even with the youngest pupils.

6) Animation makes “moving in time” easy.

7) An animation production can combine the physical and the virtual worlds.

8) Animation strengthens the creative mind.

Based on the explanation about the advantages of using animation, it can be concluded that animation is very helpful for teachers to motivate students in learning and to improve students’ imagination or creative mind. Meanwhile, the teacher should choose an appropriate animation and he or she should consider the duration. Short animated stories, therefore, are the most effective media to use.

4. Narrative Texts

a. Definition of Narrative Texts

Anderson and Anderson (1997: 8) say that narrative text is a piece of text which tells a story and in doing so entertains and informs the reader or listener. Meanwhile, Percy in Permana and Zuhri (2013: 2 ) state that narrative is a type of essay that tells a story or a series of events in which they occur. Its purpose is to give meaning to an event or a series of events by telling story. From these statements it can be inferred that narrative texts is concerning with a story. The story includes some events which is presented to amuse the readers or listeners. So, written narrative texts are aimed to entertain the readers.

According to Ayres (2008), narrative texts are a form of discourse that has been fixed by writing. Meanwhile, Parera (1993:5) states that a narrative is one of the forms of developing writing, for example characters told the history of something based on the development of writing from time to time. In addition, Keraf (1989: 136) states that narrative is a form of composition, which has the main objectives in the form of activities that are tied together to become an event that happened in a certain time. From these opinions, it can be said that a narrative text is usually a product of writing which is developed and tied together to become a story which happened in a certain time in the past.

Kane in http://www.englishindo.com/2013/08/narrative-text.html gives a definition of narrative as the following quotes:

“A narrative is a meaningful sequence of events told in words. It is sequential in that the events are ordered, not merely random. Sequence always involves an arrangement in time (and usually other arrangements as well). A straightforward movement from the first event to the last constitutes the simplest chronology.”

From the statements above, it can be concluded that a narrative text is a text which contains a story ordered chronologically. In order that the text can be enjoyed by the readers, the writer should arrange the text interestingly. The purpose of telling the story is to give meaning, and to entertain the readers.

b. Generic Structure of Narrative Texts

Derewianka (1990: 32) states that the steps for constructing a narrative are:

1) Orientation, in which the writer tells the audience about who the character in the story are, where the story is taking place, and when the action is happen.

2) Complication, where the story is pushed along by a series of events, during which we usually expect some sort of complication or problem to arise. It just would not be so interesting if something unexpected did not happen. This complication will involve the main character(s) and often serves to (temporally) toward them, for

reaching their goal. Narratives mirror the complications we face in life and tend to reassure us that they are resolvable.

3) Resolution

In a “satisfying “narrative, a resolution of the complication is brought about. The complication may be resolved for better or for worse, but it is rarely left completely unresolved (although this is of course possible in certainly types of narrative, which leave us wondering (how is the end?).

Meanwhile, Anderson and Anderson (1997: 8) show the steps for constructing a narrative text. They are: (1) Orientation, it is the opening story which tells about the characters, the setting of time and the setting of place. (2) Complication, that contains events of the story which stimulates the reader to guess what will happen in the story. (3) Sequence of events, where the characters react to the complication. (4) Resolution, where the characters finally solve the problem in the complication. (5) Coda, that contains a comment or moral values which can be learned from the story, but this is an optional step.

In addition, Koffman and Reed (2010: 1) state that narratives have been described as having several common components including a setting, plot (series of episodes based on goals, attempts, outcomes), resolution or story ending.

Based on the statements above, it can be concluded that the generic structures of narrative texts are: (1) Orientation which introduces the main characters and possibly some minor characters. Some indication is generally given of where the action and when an action happened. (2) Complication where the writer tells how the problem arises, sometimes something unexpected events will happen. (3) Resolution which is an optional closure of event. The complication may be resolved for better or for worse, but it is rarely left completely unresolved. The writer can conclude that resolution is the end of a story.

B. Relevant Research Studies

Puspitasari in her research in 2007 showed that teaching writing of a narrative text by using Brother Bear, a film can help students develop their writing skill. It is proved that students are more interested in producing a narrative text by listening to the dialogue of the film.

Fitriana in her research in 2012 proved that animation movies could improve the students’ writing skill of narrative texts and the class situation. 1) The improvement of the students’ writing skill included: (a) The students got easy in exploring ideas in their writing, (b) They could produce the sentences with the better construction and minimize their mistakes in English grammar, (c) They were able to use the appropriate word order and used the various words to express their ideas well, (d) They could state the ideas more clearly, organized

the ideas better than previous result, used logical sequencing and produced text well in good cohesion and coherence, (e) They were able to demonstrate the convention and minimize the errors and mistakes of spelling, punctuation, and capitalization. 2) The improvement of class situation included: (a) The students focused seriously on their tasks, (b) They involved and participated actively during the lesson, (c) They became more confident in doing the activities during lesson, (d) They were more enthusiastic and were motivated in joining the writing class, (e) They were not getting bored or made noise but they looked happy in the writing class.

Meanwhile, Akmala (2011) proved that Animated films can improve students’ ability in writing narrative text. The students could catch the idea because they watched and knew the plot. Using animated film could be a new atmosphere for the students who had not been taught using film before. After the students were motivated by the material, they could rise their spirit to write something using their answer from the questions of film as guidance in learning writing process so that their writing ability improved

C. Conceptual Framework

Since English is very important in this era, it is taught in Indonesia as a foreign language from juior high schools to universities. The students are expected to master English so that they can communicate with foreigners, can get a lot of information from English literatures, and can compete with students from other countries to get a good achievement.

At schools, students are taught four skills, they are listening, speaking, reading, and writing. Among those skills, writing is the most difficult task for students, because it belongs to a productive skill. Based on the Standard of Competences and the Basic Competence of English for Junior High School, in writing, students are able to express meanings in the form of written texts using a written language accurately, fluently, and acceptably. To fulfill these requirements, especially in expressing a short essay of narrative texts, it is very difficult for students. It is because a narrative text needs imagination and feeling to create a story. Therefore, students need some media that can stimulate their imagination to create a good narrative text.

In order to help students in getting the idea and imagination to improve their ability in writing narrative texts, the teacher should have an appropriate teaching technique. One technique which can be used is using short animated stories. Short animated stories contain stories which have short duration and can be enjoyed by students. They will be attracted with the story, and this can lead them in creating a narrative text by retelling the story. By using short animated stories, students will know the plot of the story, and they can retell the story by writing it down. In other words, short animated stories can be used as media in teaching writing narrative texts. Besides, it can also motivate them in learning English.

28

The research conducted here was classroom action research. According to Burns (2010: 2) action research is a part of a broad movement that has been going on in education generally for some time. It is related to the ideas of „reflective practice’ and „the teacher as researcher’. Furthermore, Elliot in Burns (2010: 5) defines action research as the study of a social situation with the view to improving the quality of the action in it. So, this research was done to look for the weaknesses and tried to get the way to improve the quality of the activities.

Nunan in McKay (2006: 29) says that action research has three major characteristics: it is carried out by practitioners (i.e., classroom teachers), it is collaborative, and it is aimed at changing things. It means that action research can be done by a teacher in a classroom with the help of other teachers to discuss what and how to improve the classroom activities so that the students achievement will be better.

From the definitions above, it can be concluded that action research is research done by individuals on their own fields to improve their skill or job, for example, a teacher who wants to improve their teaching. The research is evaluative and reflective which means that the action can be evaluated then can be used to be reflection to make a better result. Besides, the research

needs at least one collaborator to record and discuss the action that has been done.

In action research, there are some processes. According to Kemmis and McTaggart in Burns (2010: 7), action research typically involves four broad phases in a cycle of research. The four phases in a cycle are: (1) planning, (2) action, (3) observation, and (4) reflection.

B. Research Setting

1. Place of the Research

The research was conducted in Sekolah Menengah Pertama

(SMP) Negeri 2 Sanden, Bantul, Yogyakarta. It is located in Srigading, Sanden, Bantul. It was about 2 hectares in size. The school had eight classes in each grade so it had 24 regular classes for teaching learning rooms. The school also has some facilities that could support the teaching learning process. It has a teacher room, a principal room, a staff room, a library, a mosque, 2 laboratories, a hall, a wide yard, 2 basketball courts, and 2 canteens. It also has parking areas for both the students and the teachers.

2. Time of the Research

The research was done from March to May, 2014. The research was conducted in three months. The time of the the research can be seen through the table below.

Table 3. Time of the Research

3. Subject and Object of the Research

The researcher in collaboration with the English teacher, a college-mate, the students, and the principal of SMP N 2 Sanden had conducted the action research. The subjects of this research were the students of class VIII C. Meanwhile, the object of this research was students’ ability in writing narrative texts.

No. Step Month

March 2014 April 2014 May 2014 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 Observation √

2 Planning √ √

3 Action

(implementation, evaluation, reflection)

√ √ √ √

4 Planning for cycle 2 √

5 Action

(implementation, evaluation, reflection)

√ √ √ √

6 Analyzing data and writing the report

C.Data Collection

1. Data of the Research

There were two kinds of data in this research called quantitative and qualitative. The quantitative data included the students’ ability in writing. The data were taken from the result of students’ works in writing (score). The qualitative data were about feelings, opinions, expectation, suggestions, and preferences from the research members and the students related to the method used in teaching and learning about writing. The sources of those data were in the form of recordings, field notes, interview transcripts, questionnaire, photographs and videos from the documentation that was done by the researcher.

2. Data Collection Technique

The data collection technique in this research was done through the following ways:

1) Observation in the classroom during the teaching learning process. This observation was used to know the data about the students’ participation, attention, and activities in the classroom. The observation was done by the researcher and her collaborator.

2) Interview with the students, the observer, the teacher, or the principal as the collaborator of the research. The interview was related to the action implementation of the research in the classroom with their opinion and suggestion. In this case, the researcher used an interview

guidance to interview the participants. However, there might be any possible questions and unpredictable questions that would occur to find out more information from the participants.

3) Testing (pre-test and post-test) results to know the improvement of students’ ability in writing narrative texts.

4) Documentation in the form of photographs and videos during the teaching learning process when the research was conducted. In addition, recordings could be used to record the interview with the students to know their opinion and their impression about the use of short English animated stories in teaching learning process, especially in wiriting narrative texts.

3. Data Collection Instruments

In this classroom action research, the researcher was the main instrument. Besides, the researcher used other instruments to run this research. The instruments were used as the means to get the data. The table below will show the instruments and the data obtained.

Table 4. Instruments of the Research

No. Instruments Data

1 Observation checklist for the teacher and students

Field notes, response sheets

2 Interview guidelines Interview transcripts, interview records

3 Scoring Rubric for the pre-test and the post-test

Test scores

4. Data Collecting Procedure

In order to get data, the researcher conducted observation together with her collegemate as her collaborator in the class. The observation focused on how the writing course was conducted in the class and what method was used by the teacher in the teaching learning process. The researcher found the data of the students’ writing ability before the research was conducted, which in the form of pre-test in writing. Then, the data were compared to the result of the students’ achievements on writing after the research was conducted. Besides, the researcher also tried to find the data about the students’ opinion and impression on the method used by the researcher in the English teaching and learning process. The data were obtained through a questionnaire and an interview. During the research, the researcher made field notes in order to control and to monitor the process of the research. It helped the researcher in capturing some problems occuring during the research. In order to make the data valid, the researcher did triangulation with other research members by comparing the data from the observation and questionnaire from the other research members.

5. Data Analysis Technique

In analyzing the qualitative data, the researcher did some steps proposed by Burns (2010: 104-105). The first step was assembling the

data. In this step, and start to look for broad patterns, ideas, or trends that seem to answer the questions. The next step was coding the data. In this step, the researcher grouped the data into more specific categories and identify which data were qualitative and which one were quantitative. The third step was comparing the data. In this step, the researcher compared the categories of different sets of data to see whether the data said the same thing or whether there were contradictions. The fourth step was building meanings and interpretations. The researcher analyzed the data several times to post questions, rethink to connections, and develop explanation of the situation. The fifth or the last step was reporting outcomes. In this step, the researcher described the context of the research, outlining findings, and considered how she would organize the whole research not only the analysis and findings.

To analyze the quantitative data, the result scores of the pre-test before the research was done were compared with data of the post-test after the research. The data were then analyzed whether their writing results were reaching the minimum standard or not, and having improvement or not. From the comparisons, the researcher made conclusions in the form of descriptions whether the students’ ability of VIIIC of SMPN 2 Sanden in writing narrative texts was improved by the use of short animated stories or not.

D.Validity and Reliability

In action research, validity is needed to make the research result believable and accurate. Burns (1999: 161-166) explained that there are five criteria of validity as follows.

1. Democratic Validity

This research fulfilled the democratic validity because the researcher collaborated with the principal, the teacher, and also the students. All the participants here had been accurately represented. All the participants mentioned before were involved in this research.

2. Outcome Validity

In this research, outcome validity was shown by the success of the action done by the researcher. When the use of short animated stories was successfully improve students’ ability in writing narrative text in class VIII C of SMP N 2 Sanden Bantul, this led to a new question whether it would be successful done in other schools or not.

3. Process Validity

Process validity was recognized by the accuracy in the research process, where all the participants of the research ran the teaching learning during the process of the research. To avoid the bias, all events were viewed from different points of view and from different data sources. In this research, students, the teacher, and the collaborator could still do the teaching learning during the research process. Data about everthing that

happened in the classroom are taken from different sources, those were students, the teacher, the researher, and the collaborator.

4. Catalytic Validity

It is related to the extent to which the researcher allows participants to deepen their understanding of the social realities of the context and how they can make changes in the teachers’ and learner’ understanding of their role and the actions taken as a result of these changes, or by monitoring other participant’ perceptions of problems in the research setting. In this case, there were some changes or improvement on the students’ writing ability. If the participants in this study were moved to take action in improving their writing ability, this action research effort was considered valid.

5. Dialogic Validity

To ensure this dialogic validity, the researcher had a critical conversation with others about the research findings and practices. In this research, a peer review process was conducted to establish the goodness of the research itself.

To check the trustworthiness, this research used triangulation technique. It was used to gather multiple perspectives on the situation being studied. Burns (1999: 164) proposes three forms of triangulations. The first is time triangulation. It means that the data are collected over a period of time to get a sense of what factors are involved in change processes. The next form is investigator triangulation. It means that more than one observer

is used in the same research setting. To fulfill the investigator triangulation, the researcher asked the English teacher and the collaborator to help the researcher during the action in the classroom. The purpose of this triangulation was to avoid bias or subjective observations. The last form of the triangulation is theoretical triangulation. It means that the data in this research were analyzed from more than one perspective from some theoretical reviews. The researcher also reviewed theories from some books to obtain this form of triangulation.

E.Research Procedures

The research implemented the procedure of action research proposed by Kemmis and McTaggart in Burns (2010) with some modification based on the students’and the school’s condition. The procedures were as follows.

1. Reconnaissance

In this research, the researcher carried out the research collaboratively with the English teacher and the researcher’s colleague as collaborators in the school. In this step, the researcher firstly observed the English teaching and learning process taught by Mr Mukiran, S.Pd. The researcher did observation to have data. The researcher also interviewed the collaborators and the students to identify the problems related to the students’ writing skills. Then, the researcher determined some plans related to the problems on the students’ writing skills.

2. Action

a. Planning Action

In this step, the researcher made some plans to be implemented in the action research. The researcher collaborated together with the collaborator, the English teacher, and the headmaster. The action was aimed at improving the students’ ability in writing narrative texts using short animated stories.

b. Implementing Action

The actions were implemented in two cycles. Each cycle was done in three meetings. The short English animated stories were taken from www.BookBox.com. The researcher, the collaborator, and the English teacher observed and recorded the students’ reactions during the activities.

3. Reflection

The reflection was done every time after the actions implemented. The reflection was made by all involved members of the research. The successful actions then were continued in the teaching and learning process. However, those which were not successful were then modified into the more suitable actions.

39

This chapter reveals the findings and discussion referring to the efforts to improve students’ ability in writing narrative texts using short English animated stories. It will be presented in three headings: reconnaissance, the implementation of the actions and discussion.

A. Reconnaissance

1. Identification of the Field Problems

In the reconnaissance stage, several steps were done to identify the problems of the research in the field. The first step was to conduct a preliminary observation of the English teaching and learning process, especially in writing skills of class VIII C SMP N 2 Sanden Bantul Yogyakarta. The other step was to hold interviews with the English teacher and students of class VIII C as the research participants.

It was important to pay attention to the facts on the teaching learning process of writing in class VIII C based on the observation done on Friday, February 28th 2014 as a part of identifying the problems of the field. The field notes below became the initial data which were needed to be taken into account before implementing some actions in class VIII C SMP Negeri 2 Sanden Bantul Yogyakarta to improve students’ ability in writing narrative texts.

No : FN. 01

Day, Date : Friday, 28th March 2014 Time : 09.30 WIB

Place : Class VIII C

Activity : Preliminary Observation Respondent : Researcher (R)

Students (Ss) English Teacher (ET) Collaborator (C)

ET started the class by greeting Ss and checking the students’ presence. R and C sat at the back of the class. After opening the class, ET introduced R n C and said that R and C would observe how the class ran at that time. Some Ss then looked at R and C.

After that, ET asked Ss to take out their LKS and pointed one page. The material at that time was Recount Texts. ET asked Ss to do task. It was to arrange jumbled paragraphs into a good recount text.

Most Ss felt difficult in translating the paragraphs to be arranged. ET asked Ss to borrow dictionaries from other schoolmates or from the library. Therefore, many Ss go out and into the class to borrow dictionaries.

ET copied the task from LKS and wrote down at the board. Ss started to do it. While they were doing their task, suddenly, one of the school staff came into the the class to announce something. Ofcourse, ss stopped their task and the gave more attention to the announcement. They even asked ET about the content of the announcement. It took about 15 minutes.

After Ss understood the announcement, they continued their work. There were some Ss who often looked at R and C. ET went around the class to monitor the students’s work.

After Ss finished their work, ET asked Ss to do the task in front of the class. They were asked to arrange the jumbled paragraphs on the board. In turns, they did the task. After that, ET and Ss discussed the right answer.

After observing the situation in the classroom, the next to do was to get the data by interviewing and discussing with the English teacher to get information concerning with the teaching and learning process, especially in the students’ writing ability to support the identification of the problems. The researcher also interviewed some students of Class VIII C to know their interest and weaknesses in learning English, especially in writing. It was done to get some suggestions from the English teacher related to the teaching of the writing skill.

According to the English teacher, the students of SMP Negeri 2 Sanden, especially Class VIII, had difficulty in English learning, especially in writing, because they had low motivation and they were afraid to make mistakes. They also had very little vocabulary mastery so they could not write their ideas well.

ET : “Ya begitulah di sini mbak. Harus sabar dan telaten. Kadang kayak cari perhatian kalo ada orang lain.

Apalagi kalo ada cewek cantik. hehehe” (It’s common here, Miss. We must be patient. Sometimes, they look like to need attention, moreover if they see pretty girls. Hehehe)

R : “Hehehe.. Tapi kalo pelajaran selalu rame begitu

Pak?.” (hehehe.. but are they always noisy like that when they are learning?)

Then, ET gave another task. The Ss were asked to write a recount text about their own experience in the week before. Most Ss were confused how to start writing.

When the bell rang, ET asked Ss to continue their task at home, and they had to submit it in the next meeting. Then ET ended the class by saying leve taking. On the way to the office, ET said that it needed patience to teach at the class.

ET : “Ya tergantung bagaimana kita mengkodisikan siswa. Kalo tidak bisa mengatur, ya rame sekali. Tapi kalau

bisa ya bisa anteng mereka..”(It depends on the teacher. I mean it depends on how we conduct them. If we cannot lead them, they will be noisy, but if we can, they will be quiet)

R : “Masalah yang paling banyak dihadapi apa ya pak?

Kok kayaknya tadi anak-anak bingung dalam

mengerjakan tugas” (What problems do you face the most, Sir? They seemed confused in doing the task I think)

ET : “Iya, mereka kurang memperhatikan instruksi, mudah

terpecah kosentrasinya. Kadang juga malas-malasan. Apalagi yang laki-laki. Kalau yang perempuan saja

enak, nggak ada masalah.” (Yes, you’re right. They didn’t pay attention to the instruction and their concentration was easily disturbed. Sometimes they are lazy, especially the boys. There is no problem with the girls. They are easily led.)

Interview transcript 3

The fact that the students had some difficulties in learning English can be seen in the following interview transcript.

R : “Seneng nggak pelajaran bahasa Inggris?.”(Do you like the English subject?)

S2 : “Kalo yang ngajar jenengan ya seneng”(If you were the

teacher, I like it)

R : “Serius ini. Suka nggak sama Bahasa Inggris?” (Please be serious. Do you like English?)

S2 : “Suka dikit. Agak suka.”(A little, a bit)

R : “Kenapa?”(Why?)

S2 : “Susah mengartikan”(It’s difficult to translate)

R : “Kalo listening, speaking, reading, writing, yang paling

sulit apa?” (Among listening, speaking, reading, and writing, what is the most difficult?)

S2 : “Sulit semua.”(all of them are difficult)

Besides, there was also the fact that the English teacher only used a book or LKS to be media, so that the students need other media to guide them in writing. The following interview shows the fact.

R : “Biasanya pak Guru pakai media apa kalo menyuruh

nulis?”(What does usually your teacher use when he asked you to write)

Ss : “Buku mbak.”(book, Miss)

R : “Sekarang kalo saya mau pakai, pilih mana, seneng

mana, buku, gambar, atau film?” (So, if I ask you, which do you prefer, books, pictures, or films?)

Ss : “Pingin film. Kayak di tivi-tivi itu. Audio visual apa apa

itu.” (I like films. Like on TV. Audio visual or something like that)

R : “Kenapa suka film?”(Why do you like films?)

S6 : “Lha tahu jalan ceritaya. Jadi mengerti.” (Because we know the story, so we will understand)

Interview transcript 7

After the preliminary observation and interviews, a pre-test was also conducted to measure the students’ writing ability. The researcher and the collaborator became the raters to score the pre-test, the progress test, and the post-test which were conducted in the beginning, in the middle, and at the end of the research. This was to check the reliability of both the pre-test and the post-test and also to fulfil the democratic validity of the research. The following table shows the result of the pre-test.

Table 5. The Pre-Test Mean Score of Writing Activity Content Organization Vocabulary Grammar

and Mechanics

Total

Mean 14.9 14.9 15.0 14.0 58.8

In the writing aspect of content, the students scored 14.9 out of 30. It showed that they were still in the poor level. Their writing results in the pre-test had inadequate development of the topic and also little substance and limited knowledge of the subject. The students were asked to write a narrative text. However, the results showed that they still did not have enough development of the ideas.

In the organization aspect, they got 14.9 out of 30. It showed that they still did not understand the generic structure of a narrative text. They still did not know how to make a story with a proper order of events. They also still lacked logical sequencing and development. They often jumped from one event to another that made the story become confusing and also disconnected. Most of them also did not provide sufficient supporting details in their writing performances of the pre-test.

In terms of vocabulary mastery, they had a limited range of words as there were still many errors of word choice in their sentences. They scored 15 out of 20. The errors made by the students were quite many, for example, they wrote “than” when they were supposed to write “then”, etc.

The language use of the students in the pre-test was also poor as they only scored 14 out of 20. From their writing performances, it can be seen that they

showed major problems in both simple and complex construction of sentence. They also made many errors of agreement, tenses, mechanics, etc. They were also still confused about the tense that is supposed to use in narrative text. Most of them did not consistent on using past tense. There were so many mistakes in the punctuation, spelling and also capitalization. They seemed careless and ignored things they thought simple like those things mentioned above.

The result of the pre-test showed that most of the students had many serious problems in writing a narrative text. They lacked many aspects of writing. In terms of content, they still did not know the generic structure of a narrative text so their stories were not in the proper order. They also showed many mistakes in terms of organization and vocabulary. They used wrong words and also had problems in spelling. They often wrote many words incorrectly. The result of some students’ writing performance in the pre-test is presented below.

Figure 2: The result of a student’s writing in the pre test

From the observation, interview and students’ writing samples, some problems can be identified and presented in the following table.

Table 6: Problems Related to the Students No Problems Found Explanation

1. The students’ attitude toward the teaching and learning process of writing.

- There were many students who played and chatted with their friends instead of doing the tasks.

- Most of them had claimed that English was one of the most difficult subjects.

- They thought that the lesson was monotonous and uninteresting.

2.

(Continued)

The students’ writing ability

a. Content

- Most of the students had insufficient knowledge about the story they wrote. It proved from the fact there were some of them who had quite surprising stories, such as they wrote the story of Malin Kundang that went to Jakarta instead of to other village like the original story is like.

- They did not provide adequate supporting details.

- They found a great difficulty to get ideas to write the text.

- It took them a very long time to write one story they know because they had no ideas. - The students were not confident enough to

write a narrative text.

b. Organization - They did not write the narrative text (or the story) in the perfect order. Sometimes they jumped and made the story confusing. - They did not know about the generic

structure of narrative text.

c. Vocabulary - The students made many mistakes when writing and using irregular verbs as the regular ones. For example “leaved”, “taked”, etc.

- The students were not aware of the adjectives and verbs such as “life” when they were supposed to write “live”.

d. Grammar and Mechanics

- Most of the students did not use past tense in writing narrative text.

- They wrote sentences with incorrect grammar.

- They often forget to put to be in sentences needed it. For example, they wrote “Her mother very angry with Malin”.

- The students wrote “several day” instead of “several days”.

- Some of the students did not use capital letter for the first letter at the beginning of the sentence and for some particular words or objects.

- There were so many misspelling words such as “althougt”, “maried”, etc.

- The students did not put a full stop to indicate the end of the sentence / paragraph.

SMP NEGERI 2 SANDEN

DAFTAR NILAI PRE-TEST

KELAS : VIII C

Tanggal: 5 April 2014

No Nama C O V G & M Total

1 Alan Dwi Saputri 14 15 15 16 60

2 Armizan Andhes Dhanuarta 13 14 13 13 53

3 Atika Rifki Fauzia 14 15 15 13 57

4 Bety Vira Sakti 15 15 16 17 63

5 Dasilva Febriana 14 15 14 13 56

6 Eni Uswatun Khasanah 16 18 18 15 67

7 Febriyanto 15 15 15 14 59

8 Hernawan Wibisana 15 15 15 14 59

9 Ida Uswatun Khoiriyah 17 16 16 17 66

10 Imam Arba'in Dwijaya 16 15 15 15 61

11 Imam Ma'ruf Prakosa 15 15 16 13 59

12 Indri Pangestuti 16 16 16 15 63

13 Ivada Shella Pratiwi 16 16 17 16 65

14 Kholil Musthofa 14 14 14 14 56

15 Lilis Dwi Safitri 16 16 15 15 62

16 Melia Arjanti 15 15 16 15 61

17 Muhammad Alvin Prabawa 13 14 13 12 52

18 Muhammad Dandi 15 14 14 14 57

19 Muhammad Irfan Nugroho 17 17 17 15 66

20 Nggugi Krismansah 14 13 13 12 52

21 Nisa Isnaini 15 14 15 13 57

22 Novida Ekky Pratama 14 14 14 13 55

23 Taufiq Octaviani N 13 14 13 12 52

24 Venti Nur Isnayni 16 15 15 13 59

25 Virgiawan Dian Puspito 15 14 14 13 56

26 Wulansari 18 17 19 16 70

27 Yayang Vitcki Permadi 14 13 13 13 53

28 Yudi Untoro 13 13 13 12 51

Average 14.9 14.9 15.0 14.0 58.8

C

: Content

O

: Organization

V

: Vocabulary

SMP NEGERI 2 SANDEN

DAFTAR NILAI PROGRESS-TEST

KELAS : VIII C

Tanggal: 25 April 2014

No Nama C O V G & M Total

1 Alan Dwi Saputri 20 18 16 17 71

2 Armizan Andhes Dhanuarta 17 14 13 13 57

3 Atika Rifki Fauzia 19 15 16 14 64

4 Bety Vira Sakti 17 16 16 15 64

5 Dasilva Febriana 18 18 17 16 69

6 Eni Uswatun Khasanah 23 20 18 18 79

7 Febriyanto 19 18 15 16 68

8 Hernawan Wibisana 18 16 15 16 65

9 Ida Uswatun Khoiriyah 21 20 17 18 76

10 Imam Arba'in Dwijaya 19 18 17 16 70

11 Imam Ma'ruf Prakosa 18 18 16 16 68

12 Indri Pangestuti 20 18 17 17 72

13 Ivada Shella Pratiwi 19 18 17 17 71

14 Kholil Musthofa 16 15 14 15 60

15 Lilis Dwi Safitri 19 18 17 17 71

16 Melia Arjanti 18 18 17 17 70

17 Muhammad Alvin Prabawa 17 17 14 15 63

18 Muhammad Dandi 17 16 14 15 62

19 Muhammad Irfan Nugroho 20 19 18 17 74

20 Nggugi Krismansah 18 17 15 17 67

21 Nisa Isnaini 18 18 16 17 69

22 Novida Ekky Pratama 17 17 16 15 65

23 Taufiq Octaviani N 16 16 14 15 61

24 Venti Nur Isnayni 18 17 17 16 68

25 Virgiawan Dian Puspito 17 15 15 16 63

26 Wulansari 23 15 18 18 74

27 Yayang Vitcki Permadi 16 15 14 14 59

28 Yudi Untoro 15 15 14 14 58

Average 18.3 17.0 15.8 16.0 67.1

C

: Content

O

: Organization

V

: Vocabulary

SMP NEGERI 2 SANDEN

DAFTAR NILAI POST-TEST

KELAS : VIII C

Tanggal: 10 Mei 2014

No Nama C O V G & M Total

1 Alan Dwi Saputri 23 22 17 17 79

2 Armizan Andhes Dhanuarta 19 17 16 16 68

3 Atika Rifki Fauzia 22 22 17 16 77

4 Bety Vira Sakti 20 20 17 17 74

5 Dasilva Febriana 20 21 17 16 74

6 Eni Uswatun Khasanah 25 24 18 18 85

7 Febriyanto 23 21 16 18 78

8 Hernawan Wibisana 22 21 18 17 78

9 Ida Uswatun Khoiriyah 24 24 18 18 84

10 Imam Arba'in Dwijaya 22 21 18 17 78

11 Imam Ma'ruf Prakosa 22 22 17 18 79

12 Indri Pangestuti 22 22 18 17 79

13 Ivada Shella Pratiwi 24 23 17 18 82

14 Kholil Musthofa 18 19 15 14 66

15 Lilis Dwi Safitri 22 21 18 18 79

16 Melia Arjanti 23 23 18 18 82

17 Muhammad Alvin Prabawa 18 19 15 13 65

18 Muhammad Dandi 22 21 14 15 72

19 Muhammad Irfan Nugroho 25 24 18 18 85

20 Nggugi Krismansah 22 21 15 14 72

21 Nisa Isnaini 22 21 17 17 77

22 Novida Ekky Pratama 22 23 17 16 78

23 Taufiq Octaviant N 20 19 15 16 70

24 Venti Nur Isnayni 22 23 17 17 79

25 Virgiawan Dian Puspito 19 20 16 15 70

26 Wulansari 25 26 18 18 87

27 Yayang Vitcki Permadi 19 20 14 15 68

28 Yudi Untoro 18 19 15 14 66

Average 21.6 21.4 16.6 16.5 76.1

C

: Content

O

: Organization

V

: Vocabulary

SMP NEGERI 2 SANDEN

DAFTAR HADIR SISWA

KELAS : VIII C

No Nama 5/4/14 11/4/14 19/4/14 25/4/14 2/5/14 9/5/14 10/5/14

1 Alan Dwi Saputri v v v v v v v

2 Armizan Andhes D v v v v v v v

3 Atika Rifki Fauzia v v v v v v v

4 Bety Vira Sakti v v v v v v v

5 Dasilva Febriana v v v v v v v

6 Eni Uswatun K v v v v v v v

7 Febriyanto v v v v v v v

8 Hernawan Wibisana v v v v v v v

9 Ida Uswatun K v v v v v v v

10 Imam Arba'in D v v v v v v v

11 Imam Ma'ruf P v v v v v v v

12 Indri Pangestuti v v v v v v v

13 Ivada Shella Pratiwi v v v v v v v

14 Kholil Musthofa v v v v v v v

15 Lilis Dwi Safitri v v v v v v v

16 Melia Arjanti v v v v v v v

17 Muhammad Alvin P v v v v v v v

18 Muhammad Dandi v v v v v v v

19 Muhammad Irfan N v v v v v v v

20 Nggugi Krismansah v v v v v v v

21 Nisa Isnaini v v v v v v v

22 Novida Ekky Pratama v v v v v v v

23 Taufiq Octaviant N v A v v v v v

24 Venti Nur Isnayni v v v v v v v

25 Virgiawan Dian P v v v v v v v

26 Wulansari v v v v v v v

27 Yayang Vitcki P v v v v v v v